Research On The Series Of Online Courses Of Occupational Chinese Go To China,Learn Technology

In order to help cultivate Chinese language professionals in multiple fields,the "Chinese+Vocational Skills" teaching program is flourishing overseas.This paper takes the "Go to China,Learn Technology" series of online courses applied to occupational Chinese teaching in Thailand as the research object,and uses case analysis,statistical analysis,and comparative analysis methods to conduct an in-depth study of them.At present,most of the studies on occupational Chinese have focused on curriculum design and teaching material development,but there are few studies on occupational Chinese online courses with nationalized characteristics.This paper focuses on the scientific nature of the research methods,combining quantitative and qualitative research,and finally comes to the following conclusions:From the perspective of the overall design,the curriculum content is set with professional topics as the main line,following the demand orientation.The teaching objectives are clear,aiming to improve learners’ understanding,expression,and application of Chinese in vocational and technical scenarios,and to cultivate inter-disciplinary talents who know both professional knowledge and Chinese.The curriculum structure is reasonable,with all three occupational Chinese courses consisting of two sections,basic Chinese and professional Chinese,taking into account the basic and professional aspects of Chinese learning.From the perspective of the components,in terms of vocabulary,the vocabulary of the basic Chinese section includes a large number of vocabulary from HSK1 to HSK3 in the Syllabus,following the teaching principle of vocabulary reproduction,with a reasonable distribution of vocabulary,but the fluctuation of vocabulary between lessons needs to be controlled.In the professional Chinese section of the three courses,the vocabulary settings are all framed by specific topic scenarios,and the range of words chosen is relatively concentrated.Although there are many superlatives,the vocabulary has a strong combination and analogy ability,and phrases account for a large proportion of the vocabulary.In terms of grammar,the content of grammar items in the two sections is practical,and the distribution of the number is basically reasonable.In the teaching process,attention is also paid to dispersing difficulties,from simple to complex and progressive.In terms of culture,the cultural items in the curriculum are mainly presented in the form of "cultural points",which are used to introduce classroom situations.In terms of exercises,mechanical exercises are mainly used to examine learners’ mastery of context,vocabulary,or grammar items.However,the layout of the answer interface is slightly chaotic,the type of questions is relatively homogeneous,and the distribution of exercise questions needs further improvement.From the perspective of the teaching process,the course builders have a certain awareness of contextualized teaching,but the implementation of contextualized teaching is not ideal.In terms of teaching interaction,both major segments focus on operational and reflective interaction,lacking immersive interaction,and interpersonal interaction is limited by the online recorded teaching mode.Based on the above findings,this paper puts forward relevant suggestions to help build a vocational Chinese online course with nationalized characteristics: pay attention to promoting the nationalized characteristics to a deeper level in the process of curriculum construction.Give full play to the role of the digital platform.Strengthen the scientific,hierarchical,and diverse practice settings.And promote the three-dimensional construction of the curriculum construction team.